Sandra Dykes ~ PBL Instructional Unit ~ EDUC 7106 Lesson A - 1 day
Lesson Title: Wahoo Word Problems
Related Lesson: Addition and Subtraction
Grade Level: 2nd
Subject (s): Math
Goals
Content Standards: Georgia Performance Standards M2P1. Students will solve problems (using appropriate technology) a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving.
M2P2. Students will reason and evaluate mathematical arguments. a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof.
M2P3. Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.
M2P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics.
Technology Standards: ISTE NETS-S
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions.
Instructional Objective(s) Students will be able to solve word problems, and reason and evaluate the mathematical word problem process. Students will be able to communicate how to work word problems. Students will make connections between word problems and real life situations where word problems are used to solve real life situations.
Action
Before-Class Preparation
Visit a Pete’s Power Point to model a presentation about how to work word problems. Create a real word problem using different types of candies (M&Ms and Skittles) Sanitize each desk top and provide supplies in each student. (Paper cup with candies, flat plate, paper, and pencil.
During Class
Date / Time 1 day
Instructional Activities
Materials and Resources
15 minutes
Students will watch and communicate with each other about the power point presentation. The power point presentation models an example of a presentation about how to work word problems and it gives an example of a word problem. (Whole group)
Students will understand how to create and explain how to solve a word problem. The candies will be used to provide a concrete learning experience (hands on).
Assorted candies, small cups, flat plates, and pencil and paper. Each group will be given different types of candies. (M&Ms, Skittles, Gummy Bears, Sweet and Sour Tarts and other assorted candies)
10 minutes
Students will be able to eat their own candy. Clean up and transition to the computer station.
Trash bags and hand sanitizer.
20 minutes
Students will have the opportunity to view and explore their templates in whole group. Students will be given a Power Point Presentation Rubric.
Power point templates will be provided for each group. The power point template will be under my favorites on each group’s computer. Mimio Board / Computer / interactive pin
Power Point Presentation Rubric
Reflections and Notes: Ensure that all students have all the resources needed.
Monitor
Assessment(s): Students will be monitored and observed individually. The following assessment will include the assessment of participation, organization, time management, and the ability to stay on task.
Accommodations and Extensions: Accommodations will be made for the students who may require more time to complete tasks. The visual impaired student will be provided all of his technology magnifier tools to include: bar magnifier, video mangier, and large print keyboard. (Instructions found in student’s (IEP) Additional time will be given to the student that is required additional time in accordance with his (IEP)
Evaluation
Unit Reflections and Notes: Teacher will monitor and observe students’ performances individually.Teacher will maintain a checklist of all groups and their individual role within the group.
Lesson A - 1 day
M2P1. Students will solve problems (using appropriate technology)
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M2P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M2P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M2P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions.
Students will be able to solve word problems, and reason and evaluate the mathematical word problem process.
Students will be able to communicate how to work word problems.
Students will make connections between word problems and real life situations where word problems are used to solve real life situations.
Visit a Pete’s Power Point to model a presentation about how to work word problems.
Create a real word problem using different types of candies (M&Ms and Skittles)
Sanitize each desk top and provide supplies in each student. (Paper cup with candies, flat plate, paper, and pencil.
1 day
Mimio Board / Computer/ interactive pen
Power Point Presentation Rubric
Students will be monitored and observed individually. The following assessment will include the assessment of participation, organization, time management, and the ability to stay on task.
Accommodations will be made for the students who may require more time to complete tasks.
The visual impaired student will be provided all of his technology magnifier tools to include: bar magnifier, video mangier, and large print keyboard. (Instructions found in student’s (IEP)
Additional time will be given to the student that is required additional time in accordance with his (IEP)